1. YL Material Design & Development
Week 3
Tomlinson’s Introduction
Halliwell’s Young Learners 1

2. Housekeeping: Name Cards
English Nickname: _________
address: ______________
Phone #: __________________
Your Picture
Something about your self:_________
______________________________ 2

3. Reflection on Homework
Homework for Next Week
Read and answer the questions to Paul’s “Child Centered Learning” p. 161 (Qs) pp (reading)
Reflection on Homework
Discuss in small groups or with a partner:
What instincts, skills and characteristics do children have when they enter the classroom and how we use these instincts, skills and characteristics to help them learn a second language?
Make a list of teacher actions that can help students build confidence. Make a list of teacher actions that hinder student confidence. Why is building confidence and creating a safe and comfortable environment important?
How can we create opportunities for real communication in our classes and why is real communication important?

4. Questions about Tomlinson?
Which of the 16 features of good materials do you have questions about?

5. Materials should achieve impact
Materials should help learners to feel at ease
Materials should help learners develop confidence
What is being taught should be perceived as relevant and useful
Materials should facilitate learner self-investment and discovery
Learners must be ready to acquire the points being taught
Materials should expose the learners to language in authentic use
Learner’s attention should be drawn to the linguistic features of the input
Materials should provided opportunities to use the TL for communicative purposes
Materials should take into account that the positive effects of instruction are usually delayed
Materials should take into account that learners have different learning styles
Materials should take into account that learners differ in affective attitude
Materials should permit a silent period at the beginning of instruction
Materials should maximize learning potential
Materials should not rely too much on controlled practice
Materials should provide opportunities for outcome feedback

6. 1. Materials should achieve impact

7. 2. Materials should help learners to feel at ease
Things that a material developer can do to make Ss feel at ease: ’
lots of white space
illustrations that learners can relate to
balance Ss academic and emotional needs, so….
materials seem helpful rather than test like
materials that have a humane personality and voice rather than semi-official documents that one might find at a government office
use active voice rather than passive
examples and stories that make it seem more real; concrete and connect to the Ss lives and social context
Language should be inclusive  It’s the learner’s language, too! How material developers/Ts use of the target language shouldn’t make Ss feel inferior; the level and the way the TL is ‘used’ should neither demean nor patronize

8. Build rapport by sharing aspects of yourself

9. 3. Materials should help learners develop confidence
Challenge level (i+1).
Staging and task sequencing
Removing scaffolding and support language
Success builds success and success = confidence

10. 4. What is being taught should be perceived as relevant and useful
Find out what your Ss like and want to learn through needs analysis
Make task and activities “real” & “meaningful”
Allow for Ss personalization of learning
Use games, contest and competitions to create materials that have the perception of relevance

11. 5. Materials should facilitate learner self-investment and discovery
Learning situations are created in which the learning is often implicit
Inductive methods are used
Learner-centered, task-based, learn by doing
Ss-Ss collaboration and peer learning maximized
Teacher Talk Time (TTT) minimized
Teacher’s don’t teach; students learn

12. Classroom that facilitate learner self-investment and discovery often look like this.
Where’s the teacher?
Present, but not directly involved.

13. 6. Learners must be ready to acquire the points being taught
Materials are developed so Ts can easily do initial and ongoing assessment
Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught
Developmental sequence is taken into account

14. Developmental Sequence
The terms above refers to the passage of learners through a series (of in most cases) progressively more accurate manifestations of a given feature such as negation, question-forms, etc…The developmental sequence for L2 learners is very similar to the developmental sequence for L1 learners of English.

15. 7. Materials should expose the learners to language in authentic use
Authentic Input: listening and reading texts created by native speakers for native speakers
Authentic Output: Tasks and activities that have a real context of use

16. 8. Learner’s attention should be drawn to the linguistic features of the input
Meaning before form
Materials help s to notice gap in interlanguage
Recycling of key points or features to assure that Ss notice and acquire
Use enhanced input techniques to drawn Ss attn to salient features of input
Schema activation

17. Enhanced Input Jane plans to marry Tom.
She likes Tom, but Tom doesn’t like her.
Tom always runs when he sees her.
She catches Tom.
Tom falls in love.
It ends happily.
What do I want my Ss to notice?
How is their attention drawn to the input?

18. Schema Theory & Schema Activation

19. Preparing Ss to learn new vocabulary and concepts

20. 9. Materials should provided opportunities to use the TL for communicative purposes
Information and opinion gaps
Survey
Mingle activities

21. 10. Materials should take into account that the positive effects of instruction are usually delayed

22. 11. Materials should take into account that learners have different learning styles
This will be discussed in detail later in the lesson.

23. 12. Materials should take into account that learners differ in affective attitude
providing choice of…
different types of texts
different kinds of activities
providing optional extras for highly motivated and higher level learners
remembering variety is the spice of life
including opportunities for Ss to discuss…
the value of learning English
their attitudes and feeling about the course and materials
being aware of the cultural sensitivity of your learners
giving Ss opportunities to connect classroom themes and topics to their own lives and experiences
providing roles for reluctant learners who do not want to participate in group work

24. 13. Materials should permit a silent period at the beginning of instruction

25. 14. Materials should maximize learning potential
Left Brain
uses logic
detail oriented
facts rule
words and language
present and past
math and science
can comprehend
Knowing
Acknowledges
order/pattern perception
knows object name
Right Brain
uses feeling
"big picture" oriented
imagination rules
symbols and images
present and future
philosophy & religion
can "get it" (i.e. meaning)
believes
appreciates
spatial perception
knows object function

26. 15. Materials should not rely too much on controlled practice

27. 16. Materials should provide opportunities for outcome feedback

28. Discussing Halliwell
Can you think of examples of how children are good at the following:
Interpreting meaning
Using language creatively
Learning indirectly
Having fun
Imagination
No fear of talking/Desire for interaction

29. Discussing Halliwell
What does Halliwell believe teachers should base their teaching approaches on?
The author talks about content and attitude goals; what are content and attitude goals and why does the author say attitude goals are to prioritized?

30. Discussing Haliwell Summarize the following in your groups
Special nature of language
Checking understanding
Treating Mistakes
Real exchanges
Teaching in the target language (TL)